Category: Collaboration

Week Thirteen

4/27/2018

Last STEAM Collaboration

Students presented their last STEAM collaboration for the year this week. For this challenge, students were asked to design and create structures that represented spaces we use like schools, businesses, homes, and other architectural works.

It was fun to see students from both classes work together to create a variety of buildings using blueprints, digital renderings, and physical models. The pieces are currently on display in our Library until the end of the year.

DE is DONE

Another semester of DE is in the books. It has been almost 8 years since the last time I taught 3D and I am so thankful I was able to come back to it with this group. These kids were amazing to work with, full of so many ideas, and willing to push themselves to try new ideas and techniques.

I was really excited to see their final exam projects complete and how they took the opportunity of designing their own prompt with their choice of media. It gave students to try some things they were interested in doing or revisiting ideas left undone from the past. Here are a few of the results:

For our final farewell of the group, we met at the Meijer Gardens to complete a scavenger hunt and sketchbook activity. A special thanks to The Byron Center Fine Arts Boosters for sponsoring our trip!

Building More Skills

Students also spend this week building skills by learning about printmaking and observational drawing. Our newest themed project asks students to examine the objects we interact with on a daily basis and make art that focuses on that relationship. In addition to that, students are also being challenged to use a different media to work with for this piece.

Next week we will spend time refining ideas and finalizing media for use to work towards project goals. Here are some works in progress so far:

Arts a la Mode Prep

We are getting excited for our annual Fine Arts Night on May 22nd and starting to put the finishing touches on our preparations for the event that includes Empty Bowls, Performances, Art Displays, and STEAM activities (two of which were funded with DonorsChoose.org requests earlier this year).

We are also in process of gathering volunteers for the night, asking students and parents to help out. If you are a student or parent at BCPS and would like to help, please contact me for more information.

Finishing touches on bowl for May 22nd Arts a la Mode event at BCWMS. pic.twitter.com/ztubEqKIdC
— Janine Campbell (@campbellartsoup) April 26, 2018

ArtPrize10 Update

We are continuing work on our part of the ArtPrize piece this year. I am so excited to see it coming together, but know we still have A LOT of work to do before it is complete. This week was spent cutting a lot of reflective paper and then figuring out how to place it on the work.

Hopefully next week we will be able to get our profile up and running and start to secure a venue. If you would like to connect, please visit our ArtPrize page.

0 Comments

Week Eleven

4/13/2018

0 Comments

Acting Like Designers

For our final STEAM collaborative of the year, students are acting like an architecture firm and creating spaces using a variety of tools. To begin, students get into groups of four and assign roles: Project Managers are responsible for collecting images of the work, writing a purpose statement for the work, and creating a presentation of all of those items; Blueprint Designers are responsible for sketching out the way the building will look and the layout of the structure; SketchUp Artists are responsible for creating a digital rendering of the structure; and Maquette Builders are responsible for creating a physical model of the piece.

In STEAM class, we are working on thinking like Design Engineers and creating concept sketches of products. To get them thinking about product design, we watched the video below:

Afterwards, students started to brainstorm products that currently exist as well as those that do not that would help resolve frustrations they have. It was fun to see students come up with ideas and then getting feedback from others through a roundtable sharing process.

Before working on their final designs, I also took students through the act of creating a "Mood Board" to help better define their product. They combined images and words while thinking about their product and consumer to give an overall feel for their design as well as hone in on their point of view as the designer. I had never done this before with students. It is such a quick and easy activity to do and it helps secure their idea before finalizing their sketch.

Here are some of the results:

I am also super excited that the latest issue of Scholastic Art Magazine fits right into this project. I made sure to spend time yesterday going over their interview with Nike Chief Design Officer, John Hoke with my STEAM students.

Sometimes I think the people at Scholastic are reading my mind. This issue could not have come at a better time!

Alter Egos

We are nearing to a close for our Dual Enrollment class and students worked on finishing up their alter egos before starting their final exam projects. It has been fun to see students interpret a variety of media and concepts throughout the term. I am excited to see that students took a lot of liberty with their alter egos. Some used clay, others used wall paper and wire, and some used hot glue. With only a couple of weeks left before we finish final exam projects and say goodbye, here are a few of the solutions from this last project.

0 Comments

Week Ten

3/27/2018

0 Comments

Ok Go Sandbox to the Rescue

This week was the first week of the last marking period. It was also a short week and the week before Spring Break. As you might guess, students' minds were not super focused on starting new, intense work, nor were they really ready to begin a big project only to have to pause it for a week of break before getting back into it again.

Lucky for me, I have a great teaching partner in the STEM room and we decided to take advantage of this week with a short collaborative based on the new teacher resource: OkGo Sandbox.

I have used their resources before in my classroom; using this resource was a whole new experience. Not only did students get to see the video employ the concept of flip books (which was what we decided to end the marking period on for our 3rd STEAM collaborative this year), they also got extended learning opportunities to discuss gravity, timing, and other STEAM concepts that help make OkGo's videos one-of-a-kind pieces of art. This was also a great way to reflect on the NAEA conference from last week that focused on the theme of Art + Design = STEAM.

Students were excited to work collaboratively on this project, it only took about four days to complete, and we even got a retweet of our activity from the website! Students love knowing their work will be seen by others and you can see a compilation of completed flip books my our 7th and 8th grade Art and STEM students below:

Automata's Complete

STEAM students worked on completing their Automata's this week. It was fun to see them create something that moves through the use of engineering principles in this project. We were also able to connect it to the film Hugo and the book it is based. Again, one of the big points from the NAEA conference in Seattle this year was how art is the intersection of all disciplines in life. This project was such a great articulation of that and my students did such a nice job of working together to create interesting results shown below:

ArtPrize10 Collaboration

In addition to all of the STEAM projects completed this week, we also started our ArtPrize10 collaboration. I am excited to see this project come together, especially since we are working with all six schools in our district. To kick it off this week, students painted a fingerprint of paint and then used a sharpie to create a self-portrait. We were able to discuss concepts about color and abstraction as well as diversity and collaboration in this process. We will be doing more with this once we get back from break!

0 Comments

Week Seven

3/9/2018

0 Comments

Building More Skills

This past week, students were introduced to their next major project theme: Spaces and Places. It was fun to see students shift gears and think about how we can depict different places based on our experiences and interests.

To get students started, we looked at a variety of artists and then spent sometime on building understanding and skill with two challenges: Fast Collage and Photoshop Challenge 2. Both looked at how we can bring images together to make something new and both focused on students working with spaces by establishing a foreground, middle ground, and background in their work. In both works, students are asked to create quickly. It is always amazing to see what they can make in such short periods of time. The goal is for students to use this understanding of space in their project as they see fit moving into next week.

Here are examples of the work below:

Isaac: I created this by using an abstract collage with various scapes and figures, along with putting an unrealistic twist to the size of figures when looking at depth

Kari: I made an interesting piece of collage. There is a really cool background and the middle ground I had cats and then I had a dog for the foreground.

Bryce: I like this piece because it really shows the horizon and the mountain and also the lake thats in it. This could be one of my favorite pieces of all.

Gage: I made this with photoshop I outlined the mountains and the grass. Then I made the little details like al of the trees in the photo and the twigs on the ground. I liked this because I like to do photoshop.

Madeline: I selected the space challenge because I enjoy looking at the space and see all the cool things out there. I liked being able to create a cool effect with the sense glare and with the stars. It was all cool to see how you could create the planets with different patterns and colors. To see how the project came together to create something a whole image was very fascinating

Eli: In the photoshop challenge 2 I did The space image. This was an intermediate challenge and I really enjoyed it. I Learned many new things with photoshop and how it works. I also use lots of factors of art and the composition to get the whole art work. I really loved how the lens flare and the stars make the space look really realistic.

Olivia: To create this piece I used a graffiti name maker to create my name in graffiti. After that I put it onto a photoshop piece with a picture of the wall. Then I made it look like the graffiti was painted on the wall and had been weathered there over time. This made it look real even though it isn't, and that is why I decided to do this piece. It looks so real and it's really cool to have my name painted on the wall.

Niklas: I created this name using Graffiti Creator. I think the shape of the letters look very cool and I also really like cool colors like blue and green. I think the colors show me as a fun person.

Zander: The hallway I made was made in photoshop and it was made with a line tool, The gradient I used was a cool one that I found and this is what I made

Aron: In this image I have made a hallway. First I took a picture of a hallway, and I used the pen tool to fill in the lines of the image. After that I then used the gradient tool to make the background colorful. Finally I used the extort tool to add some cubes for the background. I selected this project because I wanted to try the most challenging project available, because that is kind of fun and the most rewarding in the end.

Technology-based Work

In my STEAM class, students are focused on technology this week for their second major "Can Do" project. They could make anything as long as it was technology focused. It was fun to see the variety of works students have started to make and how they have employed materials we have obtained thanks to grants from DonorsChoose.org and TangerKIDS.

We will be finishing up these works this week and moving onto the next focus: Engineering.

Mini-Hideaways

My 3D students are working hard as we hit the final stretch of class and our last major projects before we complete the course at the end of April. It is crazy to think of how quickly we have gotten to this point. This week, students finished working on their mini-hideaway projects and took photographs of them on their desired locations.

It was neat to see them completed and on location as well as read why students selected the places they did for their work.

Last Collaborative

One of my favorite components of this course has been the amount of collaborative work students have done along the way. We will be finishing our final one next week, where students are asked to create a large cardboard camera.

My students decided to use this older example as their inspiration and also make it wearable (since our next project deals with wearable works). It will be fun to see this come together in the next week.

Making Connections

This week was also spent making connections with our NIS program through Google Hangouts. It was fun to have students discuss various opportunities to create in our program and answer questions from 6th grade students about what it is like to be in Art and STEM in 7th and 8th grade.

0 Comments

Week One

1/27/2018

0 Comments

New Semester with New Students

This installation was completed by over 200 students in our school. It encircles a tree that was planted years ago to honor our veterans and is also next to the entrance of our school and flagpole.

Our Art classes run in semesters, which means I get to greet new students after 18 weeks and start over again with them. It is fun to see how this new set of students approach the content already covered by first semester and bring their own experiences to the table to complete various pieces of content and creation.

One of my favorite things about this first week, was getting to finish our installation of painted rocks inspired by the story "The Dot," by Peter H. Reynolds. I have been using this story for at least the last five years with my students to inspire legacy projects in our school. We have made paintings, paper globes, and now these painted rocks as a way to make our own mark on WMS.

Each year I do this, I am usually doing something with my students for the first time and not 100% sure how and if it will turn out. I openly share this with my students and explain that taking creative risks is one of the duties of an artist and it is up to all of us to be courageous in this class with the work we make. I am very pleased with this year's outcome and look forward to seeing what legacy project we come up with for next year.

Here are some thoughts from the students on their work:

Avery: For this project I created a rock that displays an abstract pattern of dots. I decided not to focus on a specific pattern in order to incorporate the Dot story. The Dot story talks about about how all artists work is unique and anyone can create art. My piece, and all the other rocks created in class, are different in order to represent diversity and beauty in art.

Gage: This is like in the story the dot because we started with one dot and we began to do more. Also it represents that anyone can be creative. Finally, it was the first project of the year.

Brady: I made this amazing piece of art because of the book, The Dot. I just made one dot and went on from there. This rock was made from a bunch of random dots and then I made more.

Katie: In this artwork, I started with one big dot--the sun. It popped into my head as soon as we started. This connects to the book because starting with one dot made a bigger thing called art. It connects to real life because we are leaving this artwork behind just like we will have to leave other things behind as in our legacy.

This is a more complete view of the work.

Empty Bowls

For years, I have engaged students with clay on the first day. This semester, I switched around some activities and actually started with paint and waited until our third day together to work with clay.

When I informed one class that we were going to work with clay, it was greeted with a "Woo Hoo!" I know that not all of my students will choose art as a career, but I do hope that they will continue to create and appreciate art as grow up and react with a "Woo Hoo!" during those experiences.

It was fun to see students work with clay in this way and for 7th graders to create bowls for our annual Empty Bowls night. Even better will be once these are fired and we get to glaze them in a variety of colors.

Henna Hands

Something new was tried with my 8th graders for our first clay experience. Instead of making bowls like they did when they were in 7th grade or the leaves like last semester did (because it is January in Michigan and there are no leaves), students created Henna-inspired patterned hands.

Inspired by this post and henna-painted hands, I decided to try this out with student and see how they turned out. For the most part, there has been success so far (only a few repaired fingers along the way). In the future, I would probably have students keep their fingers closer together or use the slab roller in order to avoid some of those issues.

I am excited to see how they finish out and what happens when we apply a glaze treatment to them. This was a great alternative to the leaves and students seemed to really enjoy the process of creating patterns.

Collaboratives

Collaboration is something I am passionate about in my classroom. I feel strongly that success in team format is much more powerful than individually. It takes much more skill and understanding to work with others and find common ground than it does to go it alone.

For the first day of our STEAM class, we brainstormed ideas that show what we value at WMS: Academics, Arts, and Athletics. These symbols were then drawn by students on canvases with WMS on them and a grid. Every time a shape changes on the grid, so does the color (keeping cool colors for the backgrounds and warm for the letters/objects).

We are more than half-way to our end goal with these works (once they are done they will be showcased in the office) and we hope to complete them next week. This is my first time teaching STEAM as a class, so it will be a learning experience for both my students and me this semester!

Can you see the WMS?

Drawing in Space

For our second collaboration in 3D, students had the opportunity to explore the concept of drawing in space by using wire. In teams of two and three, students selected an object and then sketched out the object using contour lines. After, they turned that line drawing into a sculpture using wire.

It was interesting to see that multiple groups selected cameras as their object. Below are some process and final images of particularly successful attempts.

#FirstMillion Funding

On January 25th, our latestDonorsChoose.org project was funded thanks to the matching funds from #FirstMillion, celebrating the first million funded projects on the site. I am so thankful for the additional materials we will now have due to the generosity of others.

If you are interested in helping fund a project, I recommend visiting their site and seeing a variety of opportunities to do just that!

Woo Hoo! Thanks @DonorsChoose #FirstMillion pic.twitter.com/DK8mBl6Wbv
— Janine Campbell (@campbellartsoup) January 25, 2018

This week was really packed with a lot of amazing things. I am so thankful and excited that I get the opportunity to be a part of all of it.

0 Comments

Week Sixteen

12/22/2017

0 Comments

Game On

Video game design is something we have worked on in the past, but I think this year may have been the most organized rollout of it yet. For our second STEAM collaboration, the STEM teacher and I wanted our students to fuse their art and coding skills by using content from other classes to create games.

To help get students used to the programs, we did mini workshop days where students had a chance to created animated GIFs on Piskel and code using Scratch. This gave them some base-level ideas of how to create their work and make it move the way they wanted. This year we wanted student games to focus on some of the content covered in other classes, so we asked teachers to come up with three items they cover in class that students then signed up for as the theme for their game.

Students then used a series of design prompts and storyboarding to help them come up with characters and purpose for their game as it relates to the content they selected. Over the last two weeks, our students worked together to create the games and then shared them and gave each other feedback. In addition to the games, students also created cover art to promote it.

I am really proud of what students accomplished in such a short period of time. It was fun to see them work through the problem and find so many different solutions. It was inspiring to see students helping each other out and being their own best resource to research and discover solutions. What has best yet was seeing how excited they were to share their products with others and the encouragement that was exchanged as students completed feedback forms.

Click on the images below to view/play some of the games:

This was a great way to complete our time left in the classroom for the calendar year. When we return from break, we will only have about two weeks before switching electives and starting new with a different group. It will be fun to see how these students tackle our last major project and I am excited for what 2018 will bring!

0 Comments

Three to go

5/20/2017

1 Comment

STEAM Collaborations

The STEM teacher and I decided that simply one more collaboration was not enough for our students, so we did a JAM PACKED week and a half that included three! It was a perfect way to finish our last collaborations as a group and release some creative energy during State Testing.

Here are some of the results:

#1: Mandala Madness

When we plan out our collaborations, we want to make sure students are getting equal parts Art and STEM. This Mandala collaboration really is one of the most perfect blends we have found and offers a chance for everyone to help out.

First students get into groups of four and learn about various ways cultures have used radial design as a strategy to communicate ideas. After we look at some examples of various designs, students fold and cut their own mandala, using the fold lines as their lines of symmetry to transfer the design so it is symmetrical throughout their piece.

After students completed their designs, we went outside to translate them into LARGE replicas with chalk. I happened to be sick on the day we did this, but my students made sure to turn in images of their work. Here are a few:

Students also explored radial symmetry through digital means using Sumopaint and Photoshop.

#2: Piskels to Legos

In the spirit of translating images from one platform to another, students created images using the online program PiskelApp and then recreated them on our Lego Board! This Lego Board and the Lego pieces were purchased through a DonorsChoose project earlier in the year and funding from The Byron Center Fine Arts Boosters.

It was an awesome use of materials and it was fun to see all of the different creatures and creations students came up with to add to the board. This was our first time doing this collaboration and only had about a day to complete it. I think we will do some other really cool things with the Lego board in the future based on this experience.

#3: ArtPrize Youth Collaboration

Inspired by my trip to The Lab School in Washington, D.C. for The Power of Art Conference, I knew I wanted to do a large collaborative with students that would ultimately hang in our library. The new Youth Collaboration Award offered by ArtPrize was just the incentive to get something done by the end of the year and we hope we are able to connect with a venue in order to have it as a part of this year's competition.

The above video walks you through the five day process students went through to create this colorful work. First, students looked at the combines of Robert Rauschenberg and used his application of paint to inform their approach to attaching the canvas by making marks using a variety of tools. I was able to use donated paint from X-rite that was given to us a couple of years ago for this and a variety of paint brushes, sponges, texture tools, yarn, and stamps for applying it to the three 4x8ft foam boards. Even some teachers and our Assistant Principal got in on the action. They were simply encouraged to make marks and attack the surface (I had a great painting teacher in college who would say the same to me).

Then students were shown some images by Caledonia Curry and how she uses printmaking and cut patterns on paper to create collaged and layered works. We used the idea of paper cutting to create a series of portraits of students from our school (some of the images were from photos I had taken for the yearbook and others were from students own images) and various circle patterns. Students worked in pairs for this and it was fun to see the patterns and faces emerge as they cut into the colorful pieces of paper.

Once that was complete, we worked together to arrange the cut outs on top of the painted background until it seemed to look "right." Using Modge Podge and sponge brushes, they were sealed on top of the surface.

The end result is bright and colorful and reflective of the wonderful chaos that is both the end of the year and frequently in my Middle School Art room. I think we are pretty much finished (although we may add in some Sharpie outlines in the background - we are still debating this). We have until June 22nd to connect with a venue so our work can be a part of the ArtPrize Youth Collaboration Award consideration.

If you are interested in hosting this work, please visit the link and request a connection.

This work will be on display in the BCWMS Lobby during our Arts a la Mode/Fine Arts Night on Tuesday May 23rd.

1 Comment

The Real Week Nine

3/23/2017

0 Comments

STEAM Collaboration #3: Artist Rooms

STEM and Art students joined forces once again this year for a new challenge: take an artist from Scholastic Art Magazine and create a room that demonstrates his/her style. I wish I could take full credit for this idea, but as with most things, I came across @QEHSArtDept posts on Twitter showing off bedrooms created by students that looked like artists' rooms and some lovely cultural rooms at the 2015 National Art Education Association conference in New Orleans that sparked this collaborative unit.

In order to get students in the mindset, we showed them this video from the artist duo Nix and Gerber. It was a great introduction to how artists plan, collaborate, and repurpose materials and the fact that they create replicas (which is what we were asking of students) was perfect! Once students got into groups of three, they selected rooms using a Google sign up (so there were not more than one repeat of room), students began searching through Scholastic Art Magazines, finding an artist to use to design their rooms.

After signing up for an artist (there could not be duplicates), students then broke their groups into three roles: The Project Manager, The Blueprint designer, and The Sketch Up Artist. All three students were in charge of creating a model of their design based on the blueprint and sketch up.

By the end of the week, students have a pretty good start on their models, using their plans to help guide them. They will be bringing all of this together next week and present their finished works. In addition, these works will go on display in our library and also be featured in our Arts a la mode/Fine Arts night on May 23rd.

It has been really fun see students struggle towards solutions and grow in the process. There have been interesting design choices and thoughtful narratives to support their decisions as artists and a lot of problem solving as they try to engineer the final product. We have also been putting the 3D printer to work this week as students used Tinkercad to make furniture, accessories, and other objects to go into their models.

Here are some process images from the week:

Student Show

Being able to join my colleagues in the BCPS Visual Arts team to do so brings me a lot of joy and pride. At least once each school year our students are able to display their works at the Van Singel Fine Arts Center and represent the excellence of Visual Arts in each of our six buildings and across each grade level. Selecting which works to display from WMS 7th and 8th graders were tough, but that is a good kind of problem to have.

For this year's show, I tried to select student work that reflected a variety of media, demonstrated skill or inventiveness of media, and work whose artist statements were demonstrative of the learning and thought process that took place of the artist who created it.

Because I have adapted a model of teaching that asks students to choose the ways in which they interpret themes (via the media, subject, etc.), the variety in the works on display are both exciting and interesting to view. I look forward to celebrating these works and the rest of our student artists at the opening reception on Monday, March 27th at 5:30 p.m.

DOF

Dual Enrollment students finished up another assignment last week that focused on Depth of Field. This term is used to describe what is in focus in an image. Students were encouraged to capture a wide range of subjects and use a shallow, mid, and wide DOF in their images.

Here are some examples of their work:

Anna

Ellise

Emma

Kathy

Krista

There is only one more week until Spring Break. As you can see by my repeat of week nine (since it looks like I missed a week six or seven this go around), I am in need of it. I wish all teachers and students the best as they finish out this week and marking period STRONG!

0 Comments

Week Sixteen

12/21/2016

0 Comments

Play On

Students finished up their video game design projects this week and had a chance to see what each other did. In addition to going around to each other's games and get feedback, students also had a chance to hear from the High School Visual Arts teachers who connected the learning happening at WMS with what is expected at the HS and beyond.

It was really exciting to see what students did with their games using Scratch. We stressed that there had to be some sort of educational aspect to their games, and some had stronger connections that others, but all tried and created something using tools they had little experience with before starting this project.

I was first inspired to do this project after hearing Steve Ciampaglia from the Plug-in Studio at the NAEA Convention a couple of years ago speak about using video game design with students.

Here are some games that resulted from our STEAM collaboration:

After the video games were shared, students had a chance to complete a self-assessment using Google Forms and in that assessment they were asked what their favorite part of the project was. For many, it was the fact that they could work with a partner to create a game. For others, it was hearing from Ben Lambert and the High School Art teachers and getting feedback from them.

This was a fun way to lead into break and something I know we will do again next year (hopefully with more time)!

I hope everyone enjoyed their last days before break with their students and finished 2016 with much success!

0 Comments

Final STEAM Collaboration

5/13/2016

0 Comments

In addition to getting a project completed this week, students worked in groups for their final STEAM collaboration: Radial Symmetry Chalk Art!

On the first day, students got into groups of four and used a method outlined in the first part of this video to create a design that is using radial symmetry. They took turns drawing lines, shapes, and then repeating the designs across each line of symmetry.

On the second day, students went outside and translated their image to fit one of the concrete blocks on the sidewalk. Some chose to divide the work by quadrants, others selected which lines or shapes they were in charge of to draw.

After establishing their shapes, the finished by adding color. The groups were amazing to complete ALL of this in only 45 minutes!

The third (and final) day, students took their understanding of symmetry digitally and used Sumopaint and Photoshop to explore this idea further. In Sumopaint, students used the symmetry tool and kaleidoscope filter to create mirrored images and in Photoshop they used their original drawing and followed the steps outlined here.

Trevor O.: This was divided into 6 parts which means that it had 60 degrees of the image for each part. I liked How the lines point to the center with the music notes and blue. The colors got lighter towards the middle which was interesting with browns and blacks on the outside then oranges, reds, and blues in the center.

Alayna A.: While making this image, I did bump into some problems with the website, but these problems were a quick and easy fix. This compared to the large problem that was not so easily fixed on the radial design I worked on in class, was a very simple design. The image you see before you was so easy to make, and the radial design on paper was a hard to make. Transferring items over onto the paper was a difficult task and took very long, while transferring on this image happened automatically and did not require much work or time. However, on both images the artwork has been transfered, and has multiple shapes, (paper), or knots, (computer). I think that the work I created is good, but could use some improvements. As you can see in the image, there are serval spots where the curser moved, causing there to be some dents in the lines. One example is towards the top of the pink line, where it juts out from the curser moving. However, while this image has it's bad spots, I think it is fairly good, and I really like how all of the points meet in one spot for all of the colored lines. I thought that looked very nice, and it makes the middle of the paper quite colorful. Overall, there are improvements to be made, but nothing is perfect.

Blake P.: My color scheme is the same as the chalk art I had done and the colors try to keep cool but have warmer colors on the 4 corners and the small lines. Compared to the other Mandalas, mine is a little more complex. Working on photoshop is easier then on paper because on paper you have to fold then copy the image all around it.

Overall, the lesson and collaboration was probably the most successful to date! We had a great time working with both classes, students made beautiful work, and best of all they made learning connections across grades and subject areas throughout their activity!

It was a little awkward at first, when the STEM teacher and I decided to combine our classrooms for quarterly collaborations. We were worried about whether or not it was going to work and if our curriculum would both benefit from the experience. After four successful quarters, it is safe to say it was the best decision we could have made for our classrooms and we would urge others to do the same.

I am excited to do more STEAM collaborations next year (especially since we just learned that we received grant funding to purchase a 3D printer) - stay tuned for even more fun in 2016/17!

0 Comments

<<Previous

Last STEAM Collaboration

DE is DONE

Building More Skills

Arts a la Mode Prep

ArtPrize10 Update

Acting Like Designers

Alter Egos

Ok Go Sandbox to the Rescue

Automata's Complete

ArtPrize10 Collaboration

Building More Skills

Technology-based Work

Mini-Hideaways

Last Collaborative

Making Connections

New Semester with New Students

Empty Bowls

Henna Hands

Collaboratives

Drawing in Space

#FirstMillion Funding

Game On

STEAM Collaborations

#1: Mandala Madness

#2: Piskels to Legos

#3: ArtPrize Youth Collaboration

STEAM Collaboration #3: Artist Rooms

Student Show

​DOF

Play On

Archives

Categories

DOF